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Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

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Crawford, N ORCID: 0000-0003-4031-3709, Olds, A, Lisciandro, J, Jaceglav, M, Westacott, M and Osenieks, LM 2018 , 'Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors' , Student Success, vol. 9, no. 1 , pp. 23-33 , doi: 10.5204/ssj.v9i1.430.

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Abstract

Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.

Item Type: Article
Authors/Creators:Crawford, N and Olds, A and Lisciandro, J and Jaceglav, M and Westacott, M and Osenieks, LM
Keywords: enabling education, preparation, mental health, staff (academic/teacher) perspectives, emotional labour demands, transformation, protective factors
Journal or Publication Title: Student Success
Publisher: Queensland University of Technology
ISSN: 2205-0795
DOI / ID Number: 10.5204/ssj.v9i1.430
Copyright Information:

Copyright 2018 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/

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